Patricia Salazar-Campillo, Ph.D. (2003), is senior lecturer at Jaume I University. Her research interests include language acquisition and feedback, and interlanguage pragmatics. Her most recent publications have appeared in the International Journal of English Studies (2018) and in English Language Teaching (2019).Victòria Codina-Espurz, Ph.D. (1991), University of Pittsburgh, is Associate Professor at Jaume I University. Her research interests include interlanguage pragmatics and individual differences in second language acquisition. Her most recent works have been published by Peter Lang (2018), and English Language Teaching (2019).

• AcknowledgementsList of FiguresList of TablesIntroductionPatricia Salazar-Campillo and Victòria Codina-EspurzPart 1: Formal Instruction Contexts1 Speech Act Acquisition in Instructed Pragmatics: Advanced EFL Learners’ Patterns of Downgrading and Upgrading in DisagreementsKaren Glaser2 Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language ClassroomsSofía Martín-Laguna3 The Pragmatic Competence of CLIL Students across Different Educational Levels in Secondary Stage: the Case of RequestsNashwa Nashaat Sobhy4 Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL ClassroomsOtilia Martí and Laura PortolésPart 2: Study Abroad Contexts5 Students’ Performance of Hedges in an English Medium Instruction Context: The Impact of Length of Study AbroadAna Herraiz-Martinez6 The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad ContextAriadna Sánchez and Eva Alcón-SolerPart 3: Online Contexts7 Pragmatic Translanguaging: Multilingual Practice in Adolescent Online DiscourseRichard Nightingale and Pilar Safont8 Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic ContextVictòria Codina-Espurz and Patricia Salazar-CampilloConclusion9 Can You Tell a Move When You Encounter One? Identifying Clues to Communicative FunctionsSara GesuatoIndex

Patricia Salazar-Campillo, Ph.D. (2003), is senior lecturer at Jaume I University. Her research interests include language acquisition and feedback, and interlanguage pragmatics. Her most recent publications have appeared in the International Journal of English Studies (2018) and in English Language Teaching (2019).Victòria Codina-Espurz, Ph.D. (1991), University of Pittsburgh, is Associate Professor at Jaume I University. Her research interests include interlanguage pragmatics and individual differences in second language acquisition. Her most recent works have been published by Peter Lang (2018), and English Language Teaching (2019).

• AcknowledgementsList of FiguresList of TablesIntroductionPatricia Salazar-Campillo and Victòria Codina-EspurzPart 1: Formal Instruction Contexts1 Speech Act Acquisition in Instructed Pragmatics: Advanced EFL Learners’ Patterns of Downgrading and Upgrading in DisagreementsKaren Glaser2 Exploring Case Stories in the Development of Textual Discourse-Pragmatic Markers in Formal English Language ClassroomsSofía Martín-Laguna3 The Pragmatic Competence of CLIL Students across Different Educational Levels in Secondary Stage: the Case of RequestsNashwa Nashaat Sobhy4 Is Teacher Talk for Very Young Language Learners Pragmatically Tuned? Directives in Two EAL ClassroomsOtilia Martí and Laura PortolésPart 2: Study Abroad Contexts5 Students’ Performance of Hedges in an English Medium Instruction Context: The Impact of Length of Study AbroadAna Herraiz-Martinez6 The Role of Individual Differences on Learning Pragmatic Routines in a Study Abroad ContextAriadna Sánchez and Eva Alcón-SolerPart 3: Online Contexts7 Pragmatic Translanguaging: Multilingual Practice in Adolescent Online DiscourseRichard Nightingale and Pilar Safont8 Student-to-Faculty Email Consultation in English, Spanish and Catalan in an Academic ContextVictòria Codina-Espurz and Patricia Salazar-CampilloConclusion9 Can You Tell a Move When You Encounter One? Identifying Clues to Communicative FunctionsSara GesuatoIndex